Research On The Training Of Primary School Students’ Mathematical Application Problem Solving Based On Metacognition

Objective: Based on the previous experience,this study compiled a set of metacognitive training programs for primary school students to solve mathematical word problems.Through the investigation and analysis of the current situation and the implementation of the training program,the purpose is to improve the performance of primary school students and the metacognitive level of mathematical word problems,and try to test the effectiveness of the program for primary school students through metacognitive training courses.Research Methods:1.Research.In this study,the ’ primary school mathematics word problem metacognitive questionnaire ’ was used as a research tool to investigate the status quo of the metacognitive level of228 students in grades four to six;2.Quasi-experimental study.According to the current situation investigation,83 primary school students in two classes of grade 6 were selected as the research objects,and they were randomly divided into experimental class(42)and control class(41).The experimental class was given metacognitive training courses for 8 times,40 minutes each time,and the control class was given routine teaching.In the pre-test,post-test and delayed test,the self-made application problem solving level test questions(pre-test,post-test,delayed test)and the " primary school mathematics application problem metacognitive questionnaire " were used to test.The independent variable was the metacognitive training program,and the dependent variable was the subject ’s application problem score and the total score of the questionnaire and the score of each dimension.After training,explore the effect of metacognitive training courses and the sustainability of training effects;3.Survey interviews.The feedback survey and individual interviews on the effectiveness of metacognitive intervention courses for students in the experimental class were conducted for qualitative analysis.Research findings:1.Fourth to sixth grade students ’ meta-cognition level of word problems has no significant difference in gender,but there are significant differences in grade,and the overall level is on the rise,but there is no significant difference between fifth and sixth grades;2.Metacognitive training can significantly improve the experimental class low group,medium group of students ’ word problem solving performance,and has the effect of maintaining,high group of students ’ problem solving performance no significant difference;3.Metacognitive training can significantly improve the level of metacognitive dimensions of students in the experimental class,significantly improve the level of metacognitive experience of the whole class,and has a maintenance effect.Research conclusion:1.The overall level of metacognition of students in the middle and upper grades of primary school(grades 4 to 6)increases year by year with the grade,but the development speed decreases,and there is no significant difference in gender.2.The training effect of students with different learning levels is different.After metacognitive training,the problem-solving scores of students in the low and medium groups were significantly improved,but there was no significant effect on the high group.The total level of metacognition and the level of each dimension of the students in the middle group were significantly improved,and the level of metacognitive experience of the whole class was significantly improved.Finally,according to the research conclusions,this study puts forward suggestions on the training principles and precautions for improving students ’ problem-solving ability from the perspectives of teachers,students,autonomous learning environment and curriculum,thus enriching the current school education in China in promoting students ’ ability to solve mathematical application problems.Research and provide reference programs and empirical evidence for future teaching and training work.